The document outlines the roles and responsibilities of preceptors in the EMS training program at St. Clair County Community College, emphasizing objectives such as facilitating student learning, providing feedback, and ensuring a safe clinical environment. It details the responsibilities of both preceptors and students, evaluation methods, and effective coaching techniques to develop competencies in EMT and paramedic students. Additionally, it addresses challenges, communication strategies, and rights for preceptors, ensuring a structured and supportive educational experience.

1. EMS PRECEPTOR
TRAINING
St. Clair County
Community College
EMS Training Program
EMS Program DIRECTOR: Bryan Richter, EMT-P IC
Paramedic Program Director: Lisa Hill, RN EMT-P IC
clinical Coordinator: Roger McClelland, EMT-P IC

2. OBJECTIVES
 Identify the roles/responsibilities & legalities of
the preceptor
 Identify the responsibilities of a student in the
appropriate clinical setting
 Identify techniques to facilitate learning
 Identify how the preceptor role integrates and
interacts with the EMS education program
 Discuss feedback, coaching, and benchmark
competencies for the graduate
 Provide objective assessment of student
performance

3. INTERNSHIP PURPOSE
 Assist EMT/Paramedic student to apply pre-hospital
care concepts
 Experienced EMT/P, physician, RN
 Share special skills & insights
 Reinforce Program goals and objectives

4. PURPOSE CONTINUED
 Preceptor Shares Special Skills
 Organization
 Prioritizing
 Delivery
 Calmness
 Communication
 Etc.

5. Student Roles and Responsibilities
 Daily skills tracking
 Complete clinical documentation
 Be present during entire rotation
 Abide by facility and program clinical Rules &
Responsibilities
 Perform at appropriate skill/knowledge level

6. PRECEPTOR ROLES &
RESPONSIBILITIES
 Knowledge within the preceptors field of
practice
 Knowledge of the student’s scope of
practice
 Knowledge of each student’s goals of
rotation

7. Preceptor Roles Cont’d
 Be present at ALL times during skill
performance
 Identify learning experiences for students
 Explain clinical techniques as opportunities
arise
 Allow student to assume Paramedic role in
decision making
 Allow student to be accountable for their
own actions and judgments

8. Preceptor Roles Cont’d
 Actively stimulate critical thinking by use of
questions/answers
 Guide student to assess the whole patient
 Provide pertinent feedback after each
contact

9. Preceptor Role Cont’d
 Discuss relationship of EMS profession to
medical direction
 Use non-patient care time for skills & demos
 Use effective counseling techniques
 Support program course content
 Maintain an environment free of harassment
and discrimination = Safe

10. Preceptor Role Cont’d
 Establish standard of care
 Provide safe environment:
 Equipment
 Personnel
 Scene
 Learning environment

11. Preceptor Role Cont’d
 Coach the student from observer to team
leader
 Provider daily feedback of progress
 Communicate student’s progress with
clinical coordinator
 Promote teamwork
 Orientate the student to site, crew,
equipment

12. Preceptor Role Cont’d
 Confront issues as they arise
 Promote confidence
 Empower students
 Complete a summative evaluation
 Assist student with documentation
 Evaluate student at end of each shift

13. Preceptor Role Cont’d
Most important:
Be a Role Model!
Mentor: A wise and trusted counselor or
teacher.

14. Preceptor Characteristics
 Possess good communication skills
 Establish a climate that is conducive to learning
 Share practical steps in patient care
 Provide positive correctional feedback, when necessary
 Listens to the student
 Knowledgeable in medicine

15. SCHOOL FACULTY
ROLES & RESPONSIBILITES
 Be available at all times
 Schedule students
 Make scheduling adjustments
 Assist & support preceptor as needed
 Identify appropriate clinical situations/focus
 Consult with preceptor on evaluations

16. SCHOOL FACULTY
ROLES & RESPONSIBILITES cont.
 Provide agency with Program Syllabus
 Provide copies of Clinical Rules
 Provide copies of Clinical Evaluations
 Provide summative evaluation to students
 Provide students with working knowledge
base

17. What do I Look For As A Preceptor?
Look for students with the:
 Ability to communicate clearly with patients
 Ability to manage the scene efficiently
 Ability to complete a thorough patient assessment
 Ability to identify a patient’s chief complaint
 Ability to formulate and provide appropriate
treatment strategies at their level of training
 Ability to provide clear direction & leadership for
other emergency responders

18. Evaluation of the EMT/Paramedic
Student Patient Assessment
During the actual patient assessment:
 Allow the student to complete their assessment
before intervening to ask questions the student
failed to cover
 Do not let the student do harm
 Take mental notes about what they did right and
how they could improve their assessments

19. Evaluation of the EMT/Paramedic Student
Skills Performance
 Be positive but honest
 Remember that the patient is an audience to the process
 Note weaknesses in skill competencies
 Do not let the student do harm

20. Equipment & Protocols
 Make sure the student understands what is
expected of him/her
 Tour service area & quarters, if possible
 Review daily routine/responsibilities
 Review equipment check & department or
ambulance layout

21. Start of Each Shift
 Review with the student how much field and
clinical time they have completed & what
phase they are currently studying.
 Find out the student’s perceptions of their
own strength & weakness
 Find out any issues of concern that student
may have and try to discuss and focus on
these areas
 Relay your expectations of the student

22. Evaluation of the Paramedic Student
Report Writing
 Make sure that the chief complaint, patient history,
assessment, treatment & outcomes are properly
documented
 Documentation of pertinent positives & negatives is key to
developing critical thinking skills
 Documentation of any variances or unusual aspects of
the patient encounter that will help to enforce learning

23. COACHING
 What is Coaching?
 Coaching is a method of directing, instructing
and training a person or group of people, with
the aim to achieve some goal or develop
specific skills.
 There are many ways to coach, types of
coaching and methods to coaching.

24. FEEDBACK
 Steps in the Evaluation:
 Measurement
 Comparison
 Appraisal
 Decision

25. FEEDBACK Cont’d
 Always start with the positive
 Positive vs. negative
 Try to always provide some positive
 Constructive
 When necessary provide constructive
 Unless in emergencies, avoid giving
negative feedback

26. FEEDBACK Cont’d
 Elements:
 Describe what was observed: who, what, where,
when, how
 Be as specific as possible
 Avoid judging or criticizing
 Relate how the observed behavior made you feel
 Suggest an alternate behavior
 Problem solve - Why did you use a 16 gauge on an 80 yo for
nausea?

27. Paramedic Clinical
Report
 Give Credit for Skills Performed
 Medication Administration - The student
demonstrated the ability to safely administer
medications through oral, IV, injection or
inhalation methods. Oxygen does not count.
 Intubation - The student demonstrated the
ability to safely and successfully perform
endotracheal intubation.

28. Paramedic Clinical
Report cont’d
 IV - The student demonstrated the ability to
safely and successfully gain venous access
in any age group.
 Ventilation - The student demonstrated the
ability to effectively ventilate patients.

29. Paramedic Clinical
Report cont’d
 Pediatric Assessment - The student
participated in performing a comprehensive
assessment on a pediatric patient. (including
newborns, infants, toddlers, and school age).
 Adult Assessment - The student participated
in performing a comprehensive assessment
on an adult patient.

30. Paramedic Clinical
Report cont’d
 Geriatric Assessment - The student
participated in performing a comprehensive
assessment on a geriatric patient.
 Obstetric Assessment - The student
participated in performing a comprehensive
assessment on an obstetric patient.

31. Paramedic Clinical
Report cont’d
 Trauma Assessment - The student
participated in performing a comprehensive
assessment on an trauma patient.
 Psychological Assessment - The student
participated in performing a comprehensive
assessment on an psycological patient.

32. Paramedic Clinical
Report cont’d
 Chest Pain Patient - The student participated
in performing a comprehensive assessment,
formulating and implementing a treatment
plan for a patient with chest pain.
 Adult Dyspnea - The student participated in
performing a comprehensive assessment,
formulating and implementing a treatment
plan for an adult patient with difficulty
breathing.

33. Paramedic Clinical
Report cont’d
 Pediatric Dyspnea - The student participated
in performing a comprehensive assessment,
formulating and implementing a treatment
plan for a pediatric patient with difficulty
breathing.
 Syncope or near syncope - The student
participated in performing a comprehensive
assessment, formulating and implementing a
treatment plan for a patient with a chief
complaint of syncope or near syncope.

34. Paramedic Clinical
Report cont’d
 Abdominal Complaints - The student
participated in performing a comprehensive
assessment, formulating and implementing a
treatment plan for a patient with abdominal
complaints.
 Altered Mental Status - The student
participated in performing a comprehensive
assessment, formulating and implementing a
treatment plan for a patient with an altered
mental status of any etiology.

35. Paramedic Clinical
Report Internship
 Team Leader - The student lead the
comprehensive assessment, formulation and
implementation of a treatment plan for a
patient of any etiology.
 Internship – Please fill out the student
evaluation on the back of the clinical record.

36. TIPS FOR PRECEPTORS
 Remember how you felt the first day of
clinical
 New students may be nervous
 New students may forget an easy concept
or panic easily
 Think out loud (when/where appropriate)
 Tell your students to think out loud
 Voice or verbalize and why, why, why

37. TIPS FOR PRECEPTORS
 Use the practicum objectives
 Help students set daily goals
 Use humor & compassion
 Guide “patient care”, not just performance
of skills

38. TIPS
 Catch problems early
 Evaluate/identify problems
 Problem, perception, goals
 Entry level vs. graduate
 Share, discuss, coach

39. TIPS
 If student is not ready for next level:
 Define (skills/competency)
 Be Objective vs. subjective
 Criteria

40. TIPS
 Common Problems:
 He said, she said
 Lack of communication/interpretation
 Determine root:
 Skill – Lack of physical ability to complete the
task
 Cognitive – Lack of knowledge
 Affective – Lack of professional behavior
 Scene control
 Remove distracters

41. TIPS
 Corrections
 Journaling, recording, simulations
 Communicate with SC4 College Staff
 Clarify, document, meetings, plan of action
 Date of follow-up

42. PHASES
I Orientation to Field Environment (basic)
II Function as an EMT-Intermediate
III Function as entry-level Paramedic
IV Must demonstrate full TEAM Leadership

43. TIPS
 Initial meeting
 Intro, expectations, forms, house rules, manuals
 Encourage preceptor hands off (if appropriate)
 Communicate, Communicate, Communicate!

44. PRECEPTOR BILL OF
RIGHTS
1. Clear definition of their role;
2. A clearly stated set of expectations for their
performance;
3. A clear delineation of their responsibilities in
relation to others who are involved in the
program;
4. A clear enumeration of all expected
outcomes;

45. PRECEPTOR BILL OF
RIGHTS
5. A clear delineation of their responsibilities
to the student;
6. Valid and reliable evaluation tools to
appraise student performance;
7. The resources necessary to fulfill their
responsibilities;
8. Continuing and responsive support system
for fulfillment of their roles;

46. PRECEPTOR BILL OF
RIGHTS
9. Adequate preparation for integration of
the preceptor role;
10. Adequate training in the knowledge, skills,
and attitudes necessary to fulfill their role
responsibilities.

47. PROBLEM STUDENTS
 Apathetic
 Know it all
 Non-participant
 Over Enthusiastic

48. SENDING A STUDENT
HOME
 If student is not prepared for shift
 Late, Out of Uniform, No Photo ID, Poor
Hygiene Appear intoxicated, Or otherwise
unprepared
 Poor attitude, Not engaged in Patient care
 If Unable to resolve with student, ask student
to go home and come back when they are
prepared
 CALL CLINICAL COODNIATOR PRIOR
SENDING STUDENT HOME

49. PRECEPTOR EVALUATION
 ROLE MODELING
 ORGANIZATION
 FEEDBACK
 See evaluation form

50. THANK YOU!
 It is dedicated preceptors like yourself that
allow us to educate and train quality pre-
hospital medical providers.
 Policies and procedures for clinical
education can be obtained by referring to
the St. Clair County Community College EMS
Training Program Clinical Preceptor Manual.
You can access it at your workplace.

51. Contact Information
 Please feel free to contact us with any
questions or concerns
 Clinical Coordinator : Roger McClelland
 Cell (810) 824-0521
 E-mail RTMcClelland@SC4.EDU
 Paramedic Program Director: Lisa Hill
 Cell (810)434-7550
 E-mail Lhill@SC4.EDU
 EMS Program Director: Bryan Richter
 Cell (586)709-1475